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As instructors and students engage in using electronic portfolios, or ePortfolios, the campus goes through culture change in several different areas. Elements of culture change covered in this chapter include balancing tensions between using ePortfolios for institutional and program assessment or for student-centered, reflective learning; moving toward project-based, authentic assessment; changing curriculum based on changes to assessment strategies; teaching students about formal web identities; supporting students' transitional pathways among educational institutions and bridging to careers through professional development; and managing interactions with other institutions in regional or even state-wide ePortfolio projects. This chapter will also help readers determine why they might pursue the use of ePortfolios within their educational institution, at the course, program, or institutional levels.
Contributors
In the order in which you'd like authors to appear
Family names
Given names
Kelly
Kevin
Cox
Ruth
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Learning Outcomes
Introduction
How ePortfolios support student "pathways" for identity
• Teaching students about their formal web identities
Potential to change the academic culture
• Tensions between assessment and student-centered ePortfolios
• Promoting project-based learning/assessment
• Changing assessment by changing curriculum
• Addressing scale and scope through collaboration and state-wide projects
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ePortfolios Part I - Why ePortfolios?
Table of Contents
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Chapter Abstracts (entire directory)
Abstract
As instructors and students engage in using electronic portfolios, or ePortfolios, the campus goes through culture change in several different areas. Elements of culture change covered in this chapter include balancing tensions between using ePortfolios for institutional and program assessment or for student-centered, reflective learning; moving toward project-based, authentic assessment; changing curriculum based on changes to assessment strategies; teaching students about formal web identities; supporting students' transitional pathways among educational institutions and bridging to careers through professional development; and managing interactions with other institutions in regional or even state-wide ePortfolio projects. This chapter will also help readers determine why they might pursue the use of ePortfolios within their educational institution, at the course, program, or institutional levels.Contributors
In the order in which you'd like authors to appearLearning Outcomes
Introduction
How ePortfolios support student "pathways" for identity
• Teaching students about their formal web identities
Potential to change the academic culture
• Tensions between assessment and student-centered ePortfolios
• Promoting project-based learning/assessment
• Changing assessment by changing curriculum
• Addressing scale and scope through collaboration and state-wide projects
Summary
Tags in use space-wide
Created: Jul 1, 2009 10:57 am
Last revised by: quekelly on: Nov 1, 2009 12:03 pm (UTC)
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.